Journal of Engineering Education Transformations

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Outcome-Based Education : A Learner-Centric Pedagogical Framework with Case Studies in Digital Communication and Signal Processing Courses


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1 E&TC Department, MKSSS’s Cummins College of Engineering for Women, Pune, India
     

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Outcome-based education (OBE) is the buzzword these days in the education field which boosts students’ creativity through their active engagement in learning course contents. Their participatory learning in the OBE model is well supported by making them aware of learning goals and course outcomes. Due to this, the students develop themselves nicely in their working surroundings along with peers. This helps develop their interpersonal skills along with improving academic performance. This paper primarily outlines the implementation of a few key standards of OBE in teaching-learning of two fundamental courses in Electronics and Telecommunication Engineering. It then covers how OBE, and its consequences demand paradigm shifts in instructional design and evaluation practices. The discussion on OBE for courses on Digital Communication and Digital Signal Processing is explored with Program Outcomes (POs), Program-Specific Outcomes (PSOs), and Course Outcomes (COs). Analysis of PO and CO attainment for these two courses reflects the importance of the OBE framework. The inclusion of engineering pedagogy and active learning strategies in this framework leads to enhancing students’ creativity leading to their growth in their professional careers.

Keywords

Outcome-Based Evaluation (OBE), Course Outcomes (COs), Program Outcomes (POs), Program-Specific Outcomes (PSOs), Performance Indicators (PIs).
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  • Outcome-Based Education : A Learner-Centric Pedagogical Framework with Case Studies in Digital Communication and Signal Processing Courses

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Authors

Sharada N. Ohatkar
E&TC Department, MKSSS’s Cummins College of Engineering for Women, Pune, India
Ashwini M. Deshpande
E&TC Department, MKSSS’s Cummins College of Engineering for Women, Pune, India

Abstract


Outcome-based education (OBE) is the buzzword these days in the education field which boosts students’ creativity through their active engagement in learning course contents. Their participatory learning in the OBE model is well supported by making them aware of learning goals and course outcomes. Due to this, the students develop themselves nicely in their working surroundings along with peers. This helps develop their interpersonal skills along with improving academic performance. This paper primarily outlines the implementation of a few key standards of OBE in teaching-learning of two fundamental courses in Electronics and Telecommunication Engineering. It then covers how OBE, and its consequences demand paradigm shifts in instructional design and evaluation practices. The discussion on OBE for courses on Digital Communication and Digital Signal Processing is explored with Program Outcomes (POs), Program-Specific Outcomes (PSOs), and Course Outcomes (COs). Analysis of PO and CO attainment for these two courses reflects the importance of the OBE framework. The inclusion of engineering pedagogy and active learning strategies in this framework leads to enhancing students’ creativity leading to their growth in their professional careers.

Keywords


Outcome-Based Evaluation (OBE), Course Outcomes (COs), Program Outcomes (POs), Program-Specific Outcomes (PSOs), Performance Indicators (PIs).

References